Fantastic Phonics! - Leicestershire · 2021. 1. 15. · Fantastic phonics work today! There is a...

Fantastic Phonics!

Week 2 – Strawberry Group

Monday 27th April 2020

There are a few exercises in today’s lesson that you might want to record in your work book as well as doing the accompanying worksheet. Look out for the pencil to see where they are!

Please write the date in your book and LO: Phonics Lesson before starting any activities in your books.

Rule 1:If the adjective already ends in ewe drop the e and then add est

Rule 2:If the adjective has a short vowel sound and ends in a consonant

we double the consonant and add est

Rule 3:If the adjective already ends in y

we change the y for an i and then add est

Let’s start by recapping what we learned last week…

A suffix is a letter or group of letters that can be added to the end of a root word.

Different suffixes have different meanings, so when you add a suffix to a word you change its meaning and make a new word.

Last week we were learning all about est:

est

superlative adjective

meaning the most it can be

a describing word

Today we’re going to be learning about contractions!

e.g. I am seven years old.

I’m seven years old.

We often use shortened words when we are speaking by joining two wordstogether and dropping one or more letters from the joined words.

This is called a contraction.

There is a special way that we record this when we are writing.Let’s have a look at an example:

rather than saying or writing

I amwe could say or write

I’mIf one of the words in our

contraction is I, we must keep it as a capital letter.

We drop the a from am and replace it with an apostrophe.

Today we’re going to be learning all about contracted words!

All contracted words contain an apostrophe as this marks where the letters have been missed out.

We write an apostrophe in the air between the letters, not on the line.

I’mIn phonics this week we will be learning rules to help us identify contractions and then how we know which letters to drop and replace with an apostrophe.

Today we will just be focussing on how to write an apostrophe correctly through our common words...

Reading Common Words

Each week we will focus on some common words to practise reading and spelling.

The children should already be familiar with the four strategies that we use to help memorise words. There is a summary below to help if they’ve forgotten, or for them to refer back to.

Memory Strategies Explanations

I can listen to how many syllables there are in a word and then break it into smaller parts to help me remember it e.g. yes ter day

I can find the root word and then build my word upe.g. falling = fall + ing

I can use words that I already know to help me by using the same spelling patterne.g. could, would, should

I can make up a sentence to help me remember a worde.g. could/would/should = oh you lucky duck!

people = people eat orange peel like elephants

1. Syllables

2. Base Words

3. Analogy

4. Mnemonics

rather than saying or writing

that iswe could say or write

that’se.g. That is my neatest handwriting.

That’s my neatest handwriting.

This week’s common words are…

that’s

We drop the i from is and replace it with an apostrophe.

rather than saying or writing

I havewe could say or write

I’vee.g. I have finished my homework.

I’ve finished my homework.

This week’s common words are…

I’ve

We drop the h and the a from have and replace it with an

apostrophe.

Remember if one of the words in our contraction is I, we must keep

it as a capital letter.

rather than saying or writing

let uswe could say or write

let’se.g. Let us go and play on the swings.

Let’s play on the swings.

This week’s common words are…

let’s

We drop the u from us and replace it with an apostrophe.

rather than saying or writing

there iswe could say or write

there’se.g. There is an apple on the tree.

There’s an apple on the tree.

This week’s common words are…

there’s

We drop the i from is and replace it with an apostrophe.

rather than saying or writing

he iswe could say or write

he’se.g. He is waiting in the car.

He’s waiting in the car.

This week’s common words are…

he’s

We drop the i from is and replace it with an apostrophe.

rather than saying or writing

we arewe could say or write

we’ree.g. We are going for a run in the park.

We’re going for a run in the park.

This week’s common words are…

we’re

We drop the a from are and replace it with an apostrophe.

rather than saying or writing

could notwe could say or write

couldn’te.g. She could not find her keys.

She couldn’t find her keys.

This week’s common words are…

couldn’t

We drop the o from not and replace it with an apostrophe.

This week’s common words are…

Read each of the words and clap the syllables.

If you’re finding any of the words difficult, think about which part is making it tricky for you to remember and see if one of our four memory strategies might be of help.

Once you’ve read them all and are happy, turn away from the screen and see if you can spell them by writing them in your book as an adult reads them out to you.

Check your work carefully and correct any mistakes by writing the words again next to the ones you got wrong.

that’s I’ve let’s there’s

he’s we’re couldn’t

I couldn’t ride my bike when I was a baby, but now that I’m older I can!

Now it’s your turn!

On today’s phonics worksheet you will find all of our common words this week.Your job is to write a sentence for each common word, paying particular attention to how you write an apostrophe correctly.

When you’ve finished read through your work and highlight or underline all of the contractions you have used.Don’t forget simple things like using your neatest writing, capital letters, finger spaces and full stops!

I’d also like you to go on a contraction hunt and find an example of as many of our common words in any books you have at home – take a photo of each one you find!

Here is an example of what I am looking for:

couldn’t

Let’s finish with a game on Phonics Play!

Go to the Phonics Play website: https://www.phonicsplay.co.uk/

Username: march20Password: home

This week we’re going to play

Tumbling Tumbleweed!

We’re going to keep practising the ing suffix that you learned in school with Mrs Ward.Click on ‘start’ and the tumbleweed will blow away to reveal a verb.

You need to decide how we are going to change that verb to the present tense by clicking on the correct cactus. Remember, with most verbs we do nothing and just add ing, however….

If the verb ends in e we drop the e and then add ingIf the verb has a short vowel sound and ends in a consonant we double the consonant and add ing

Fantastic phonics work today!

There is a worksheet to accompany today’s lesson to go into your work books.You can find it on the website:

Strawberry Group Phonics Worksheets Week 2

You could also have a go at some more practical and hands on activities for this week by downloading:

Strawberry Group Fun Phonics Activities Week 2and even watch Monty trying them out on YouTube!

Tuesday 28th April 2020

There are a few exercises in today’s lesson that you might want to record in your work book as well as doing the accompanying worksheet. Look out for the pencil to see where they are!

Please write the date in your book and LO: Phonics Lesson before starting any activities in your books.

Let’s start with our common words…

Yesterday we met the common words that we are going to be practising this week and reminded ourselves about the four memory strategies we know we can use to help us learn to spell new words.

Memory Strategies Explanations

I can listen to how many syllables there are in a word and then break it into smaller parts to help me remember it e.g. yes ter day

I can find the root word and then build my word upe.g. falling = fall + ing

I can use words that I already know to help me by using the same spelling patterne.g. could, would, should

I can make up a sentence to help me remember a worde.g. could/would/should = oh you lucky duck!

people = people eat orange peel like elephants

1. Syllables

2. Base Words

3. Analogy

4. Mnemonics

This week’s common words are…

Read each of the words and clap the syllables.

If you’re finding any of the words difficult, think about which part is making it tricky for you to remember and see if one of our four memory strategies might be of help.

Once you’ve read them all and are happy, turn away from the screen and see if you can spell them by writing them in your book as an adult reads them out to you.

Check your work carefully and correct any mistakes by writing the words again next to the ones you got wrong.

that’s I’ve let’s there’s

he’s we’re couldn’t

Now let’s remind ourselves what we’ve learned so far about contractions…

We often use shortened words when we are speaking by joining two wordstogether and dropping one or more letters from the joined words.

This is called a contraction.

All contractions contain an apostrophe as this marks where the letters have been missed out.We write an apostrophe in the air between the letters, not on the line.

e.g. rather than saying or writing

I amwe could say or write

I’mIf one of the words in our

contraction is I, we must keep it as a capital letter.

We drop the a from am and replace it with an apostrophe.

Let’s learn some rules for contractions…

To be a spelling superhero, we need to learn a few rules about where we drop letters and add apostrophes in contractions.There are a lot, so don’t worry if it takes a while to learn them. Most of the time we drop vowels and letters before vowels, but

you will pick it up as we practise!

Rule 1:If one of the words in the contraction is I,

it must stay as a capital letter

Rule 2:If we are contracting the words am or are,

we drop the a and replace it with an apostrophe

Rule 3:If we are contracting the words has, had or have,

we drop the h and the a and replace them with an apostrophe

Can you change the below from two words to one contracted word by dropping the necessary letters and adding an apostrophe?

Write them in your book, and then see if you were right!

Let’s have a go…

Remember I must stay as a capital letter, with amand are we drop the a and

with has, had and havewe drop the h

and the a

I am =

I had =

I have =

we are =

she has =

I am =

I had =

I have =

we are =

she has =

I’m

I’d

I’ve

we’re

she’s

Remember I must stay as a capital letter, with amand are we drop the a and

with has, had and havewe drop the h

and the a

Did you get them all right?

To be a spelling superhero, we need to learn a few rules about where we drop letters and add apostrophes in contractions.There are a lot, so don’t worry if it takes a while to learn them. Most of the time we drop vowels and letters before vowels, but

you will pick it up as we practise!

Let’s learn some rules for contractions…

Rule 4:If we are contracting the word is,

we drop the i and replace it with an apostrophe

Rule 5:If we are contracting the word will,

we drop the w and the i and replace them with an apostrophe

Rule 6:If we are contracting the word not,

we drop the o and replace it with an apostrophe

Rule 7:If we are contracting the word us,

we drop the u and replace it with an apostrophe

Can you change the below from two words to one contracted word by dropping the necessary letters and adding an apostrophe?

Write them in your book, and then see if you were right!

Let’s have a go…

Remember with is we drop the i, with will we drop the w and the i,

with not we drop the o, and with us

we drop the u

he is =

they will =

have not =

let us =

Remember with is we drop the i, with will we drop the w and the i,

with not we drop the o, and with us

we drop the u

he is =

they will =

have not =

let us =

Did you get them all right?

he’s

they’ll

haven’t

let’s

I could not see the moon last night.

I couldn’t see the moon last night.

Now it’s your turn!

On today’s phonics worksheet you will find a list of sentences.Your job is to identify two words that can be shortened in each sentence and turned into a contraction.

When you’ve finished read through your work and highlight or underline all of the contractions you have used AND the two words that you changed into those contractions.

Don’t forget simple things like using your neatest writing, capital letters, finger spaces and full stops!

Here is an example of what I am looking for:

Let’s finish with a game on Phonics Play!

Go to the Phonics Play website: https://www.phonicsplay.co.uk/

Username: march20Password: home

This week we’re going to play

Tumbling Tumbleweed!

We’re going to keep practising the ing suffix that you learned in school with Mrs Ward.Click on ‘start’ and the tumbleweed will blow away to reveal a verb.

You need to decide how we are going to change that verb to the present tense by clicking on the correct cactus. Remember, with most verbs we do nothing and just add ing, however….

If the verb ends in e we drop the e and then add ingIf the verb has a short vowel sound and ends in a consonant we double the consonant and add ing

Fantastic phonics work today!

There is a worksheet to accompany today’s lesson to go into your work books.You can find it on the website:

Strawberry Group Phonics Worksheets Week 2

You could also have a go at some more practical and hands on activities for this week by downloading:

Strawberry Group Fun Phonics Activities Week 2and even watch Monty trying them out on YouTube!

Wednesday 29th April 2020

There are a few exercises in today’s lesson that you might want to record in your work book as well as doing the accompanying worksheet. Look out for the pencil to see where they are!

Please write the date in your book and LO: Phonics Lesson before starting any activities in your books.

Let’s start with our common words…

On Monday, we met the common words that we are going to be practising this week and reminded ourselves about the four memory strategies we know we can use to help us learn to spell new words.

Memory Strategies Explanations

I can listen to how many syllables there are in a word and then break it into smaller parts to help me remember it e.g. yes ter day

I can find the root word and then build my word upe.g. falling = fall + ing

I can use words that I already know to help me by using the same spelling patterne.g. could, would, should

I can make up a sentence to help me remember a worde.g. could/would/should = oh you lucky duck!

people = people eat orange peel like elephants

1. Syllables

2. Base Words

3. Analogy

4. Mnemonics

Read each of the words and clap the syllables.

If you’re finding any of the words difficult, think about which part is making it tricky for you to remember and see if one of our four memory strategies might be of help.

Once you’ve read them all and are happy, turn away from the screen and see if you can spell them by writing them in your book as an adult reads them out to you.

Check your work carefully and correct any mistakes by writing the words again next to the ones you got wrong.

This week’s common words are…

that’s I’ve let’s there’s

he’s we’re couldn’t

Now let’s see how we’re getting on with our contractions…

We are going to be word wizards today!Which two potions created the contraction below?

Write the answers in your books like an addition sentence i.e. don’t = do + not

hadn’t

had

have

will

not

hadn’t

had

have

will

not

Did you get it right?

hadn’t = had + not

I’ll

he

I

will

am

Let’s try another one!

I’ll = I + will

I’ll

he

I

will

am

Did you get it right?

I’ll = I + will

they’re

I

they

am

are

Let’s try another one!

they’re = they + are

they’re

I

they

am

are

they’re = they + are

Did you get it right?

I’m

I

i

had

am

Let’s try another one!

I’m = I + am

I’m

I

i

had

am

I’m = I + am

Did you get it right?

she’s

we

she

is

not

Let’s try another one!

she’s = she + is

she’s

we

she

is

not

she’s = she + is

Did you get it right?

we’ve

we

he

have

had

Let’s try another one!

we’ve = we + have

we’ve

we

he

have

had

we’ve = we + have

Did you get it right?

He hadn’t been swimming yet today.

He had not been swimming yet today.

Now it’s your turn!

On today’s phonics worksheet you will find a list of sentences.Your job is to identify the contractions in each sentence and turn them back into two words.

When you’ve finished read through your work and highlight or underline all of the words you have added AND the contractions that you changed them from.

Don’t forget simple things like using your neatest writing, capital letters, finger spaces and full stops!

Here is an example of what I am looking for:

Let’s finish with a game on Phonics Play!

Go to the Phonics Play website: https://www.phonicsplay.co.uk/

Username: march20Password: home

This week we’re going to play

Tumbling Tumbleweed!

We’re going to keep practising the ing suffix that you learned in school with Mrs Ward.Click on ‘start’ and the tumbleweed will blow away to reveal a verb.

You need to decide how we are going to change that verb to the present tense by clicking on the correct cactus. Remember, with most verbs we do nothing and just add ing, however….

If the verb ends in e we drop the e and then add ingIf the verb has a short vowel sound and ends in a consonant we double the consonant and add ing

Fantastic phonics work today!

There is a worksheet to accompany today’s lesson to go into your work books.You can find it on the website:

Strawberry Group Phonics Worksheets Week 2

You could also have a go at some more practical and hands on activities for this week by downloading:

Strawberry Group Fun Phonics Activities Week 2and even watch Monty trying them out on YouTube!

Thursday 30th April 2020

There are a few exercises in today’s lesson that you might want to record in your work book as well as doing the accompanying worksheet. Look out for the pencil to see where they are!

Please write the date in your book and LO: Phonics Lesson before starting any activities in your books.

Let’s start with our common words…

On Monday, we met the common words that we are going to be practising this week and reminded ourselves about the four memory strategies we know we can use to help us learn to spell new words.

Memory Strategies Explanations

I can listen to how many syllables there are in a word and then break it into smaller parts to help me remember it e.g. yes ter day

I can find the root word and then build my word upe.g. falling = fall + ing

I can use words that I already know to help me by using the same spelling patterne.g. could, would, should

I can make up a sentence to help me remember a worde.g. could/would/should = oh you lucky duck!

people = people eat orange peel like elephants

1. Syllables

2. Base Words

3. Analogy

4. Mnemonics

Read each of the words and clap the syllables.

If you’re finding any of the words difficult, think about which part is making it tricky for you to remember and see if one of our four memory strategies might be of help.

Once you’ve read them all and are happy, turn away from the screen and see if you can spell them by writing them in your book as an adult reads them out to you.

Check your work carefully and correct any mistakes by writing the words again next to the ones you got wrong.

This week’s common words are…

that’s I’ve let’s there’s

he’s we’re couldn’t

Now let’s see how we’re getting on with our contractions…

Today we are going to be apostrophe detectives!Read the sentence below and see if you can spot where the missing apostrophe is!

When you find it write the number of the sentence and then the contraction with the apostrophe in the correct place in your book…

1. Its not been raining for long.

1. Its not been raining for long.

Were you right?

1. It’s

2. My school jumper isnt on my peg.

Let’s try some more!

2. My school jumper isnt on my peg.

Were you right?

2. isn’t

3. Do you think its a good idea?

Let’s try another one!

?

3. Do you think its a good idea?

Were you right?

3. it’s

?

4. I havent seen this film before.

Let’s try another one!

4. I havent seen this film before.

Were you right?

4. haven’t

5. Theyll be late to my birthday party.

Let’s try another one!

5. Theyll be late to my birthday party.

Were you right?

5. They’ll

The chick hasnt hatched from the shell.

The chick hasn’t hatched from the shell.

Now it’s your turn!

On today’s phonics worksheet you will find a list of sentences.Your job is to rewrite each sentence with the missing apostrophe in the correct place.

When you’ve finished read through your work and highlight or underline all of the words you have changed AND the correct contractions that you have changed them to.

Don’t forget simple things like using your neatest writing, capital letters, finger spaces and full stops!

Here is an example of what I am looking for:

Let’s finish with a game on Phonics Play!

Go to the Phonics Play website: https://www.phonicsplay.co.uk/

Username: march20Password: home

This week we’re going to play

Tumbling Tumbleweed!

We’re going to keep practising the ing suffix that you learned in school with Mrs Ward.Click on ‘start’ and the tumbleweed will blow away to reveal a verb.

You need to decide how we are going to change that verb to the present tense by clicking on the correct cactus. Remember, with most verbs we do nothing and just add ing, however….

If the verb ends in e we drop the e and then add ingIf the verb has a short vowel sound and ends in a consonant we double the consonant and add ing

Fantastic phonics work today!

There is a worksheet to accompany today’s lesson to go into your work books.You can find it on the website:

Strawberry Group Phonics Worksheets Week 2

You could also have a go at some more practical and hands on activities for this week by downloading:

Strawberry Group Fun Phonics Activities Week 2and even watch Monty trying them out on YouTube!

Friday 1st May 2020

There are a few exercises in today’s lesson that you might want to record in your work book as well as doing the accompanying worksheet. Look out for the pencil to see where they are!

Please write the date in your book and LO: Phonics Lesson before starting any activities in your books.

Let’s start with our common words…

On Monday, we met the common words that we are going to be practising this week and reminded ourselves about the four memory strategies we know we can use to help us learn to spell new words.

Memory Strategies Explanations

I can listen to how many syllables there are in a word and then break it into smaller parts to help me remember it e.g. yes ter day

I can find the root word and then build my word upe.g. falling = fall + ing

I can use words that I already know to help me by using the same spelling patterne.g. could, would, should

I can make up a sentence to help me remember a worde.g. could/would/should = oh you lucky duck!

people = people eat orange peel like elephants

1. Syllables

2. Base Words

3. Analogy

4. Mnemonics

Read each of the words and clap the syllables.

If you’re finding any of the words difficult, think about which part is making it tricky for you to remember and see if one of our four memory strategies might be of help.

Once you’ve read them all and are happy, turn away from the screen and see if you can spell them by writing them in your book as an adult reads them out to you.

Check your work carefully and correct any mistakes by writing the words again next to the ones you got wrong.

This week’s common words are…

that’s I’ve let’s there’s

he’s we’re couldn’t

Now let’s remind ourselves what we’ve learned this week about contractions…

We often use shortened words when we are speaking by joining two wordstogether and dropping one or more letters from the joined words.

This is called a contraction.

All contractions contain an apostrophe as this marks where the letters have been missed out.We write an apostrophe in the air between the letters, not on the line.

e.g. rather than saying or writing

I amwe could say or write

I’mIf one of the words in our

contraction is I, we must keep it as a capital letter.

We drop the a from am and replace it with an apostrophe.

Today we’re going to think about other uses of apostrophes…

e.g. This dog belongs to Jake:

This is Jake’s dog.

Jake owns the dog so we add ’s to the end of Jake.

As well as using them in contractions, we use apostrophes to show that someone owns something.

This is known as using apostrophes for possession.

When something belongs to someone or something we show that it is theirs by adding ’s to the end of the noun.

e.g. This parrot belongs to Emma:

Let’s use some apostrophes for possession…

When we use apostrophes to show possession we are not pushing two words together to shorten them, we are adding ’s to the end of the word.

Our main focus this week is using apostrophes in contractions, but let’s see if you can have a go at using apostrophes for possession too!

Rewrite each sentence in your books using ’s to show that something belongs to someone or something.

Did you get it right?

e.g. This parrot belongs to Emma:

This is Emma’s parrot.

Emma owns the parrot so we add ’s to the end of

Emma.

Let’s try another one!

e.g. This beak belongsto the budgie:

Did you get it right?

e.g. This beak belongs to the budgie:

This is the budgie’s beak.

The budgie owns the beak so we add ’s to the end of budgie.

Let’s try another one!

e.g. This cage belongs to the hamster:

e.g. This cage belongs to the hamster:

This is the hamster’s cage.

The hamster owns the cage so we add ’s to the end of hamster.

Did you get it right?

Let’s try another one!

e.g. This horse belongs to Tom:

e.g. This horse belongs to Tom:

This is Tom’s horse.

Tom owns the horse so we add ’s to the end of Tom.

Did you get it right?

Ask a grown up to take a photo of your label and send it to me!

I’ll share all of your wonderful photos on the website at the end of the week!I can’t wait to see them!

ajenkins@greatdalby.leics.sch.uk

Time for a competition!

I would like you to label something in your house using an apostrophe for possession…Here is an example of what I’m looking for:

Note for parents: Don’t worry about explaining that when a noun already ends in s we can

choose to add just an apostrophe rather than an

apostrophe and s. Both ways are correct, and at this stage we are just practising adding ’s which is why I have demonstrated it this

way on my name label.

On today’s phonics worksheet you will find a list of items that belong to someone or something.Your job is to rewrite each sentence using an apostrophe for possession and to then add some descriptive sentences.

When you’ve finished read through your work and highlight or underline all of the words you have added an apostrophe for possession to.

Don’t forget simple things like using your neatest writing, capital letters, finger spaces and full stops!

Here is an example of what I am looking for:

Now it’s your turn!The worksheet belongs to today so we add ’s to the

end of today.

The teapot belongs to Polly.

This is Polly’s teapot. It is pink and round with a smooth handle and spout. There are

small, white hearts printed on it.

Let’s finish with a game on Phonics Play!

Go to the Phonics Play website: https://www.phonicsplay.co.uk/

Username: march20Password: home

This week we’re going to play

Tumbling Tumbleweed!

We’re going to keep practising the ing suffix that you learned in school with Mrs Ward.Click on ‘start’ and the tumbleweed will blow away to reveal a verb.

You need to decide how we are going to change that verb to the present tense by clicking on the correct cactus. Remember, with most verbs we do nothing and just add ing, however….

If the verb ends in e we drop the e and then add ingIf the verb has a short vowel sound and ends in a consonant we double the consonant and add ing

Fantastic phonics work today!

There is a worksheet to accompany today’s lesson to go into your work books.You can find it on the website:

Strawberry Group Phonics Worksheets Week 2

You could also have a go at some more practical and hands on activities for this week by downloading:

Strawberry Group Fun Phonics Activities Week 2and even watch Monty trying them out on YouTube!